A Systematic Review and Meta-Analysis of Dual-Certification in Special Education and General Education
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| Title: | A Systematic Review and Meta-Analysis of Dual-Certification in Special Education and General Education |
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| Language: | English |
| Authors: | Allison F. Gilmour (ORCID |
| Source: | Journal of Special Education. 2026 60(1):14-24. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Special Education, Special Education Teachers, Teacher Certification, Regular and Special Education Relationship, Teacher Attitudes, Teacher Effectiveness, Student Characteristics, Teacher Education, Meta Analysis |
| DOI: | 10.1177/00224669251365233 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | We conducted a systematic literature review and meta-analysis to describe what is known about dual-certification, where teachers are certified in both special education and general education. From database, register, working paper, and citation searches, we identified 27 studies addressing four topics: (a) dual-certified teachers' beliefs about instruction, preparedness, and students; (b) student sorting; (c) effectiveness; and (d) workforce decisions. The results of the studies provided limited evidence that dual-certified teachers were more effective than other teachers. However, studies rarely addressed the preparation and roles of dual-certified teachers, both variables related to effectiveness. Finally, growing evidence suggested that dual-certified teachers had higher attrition than other teachers. The meta-analyses were limited by the small number of comparable quantitative studies addressing dual-certification. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502910 |
| Database: | ERIC |
| Abstract: | We conducted a systematic literature review and meta-analysis to describe what is known about dual-certification, where teachers are certified in both special education and general education. From database, register, working paper, and citation searches, we identified 27 studies addressing four topics: (a) dual-certified teachers' beliefs about instruction, preparedness, and students; (b) student sorting; (c) effectiveness; and (d) workforce decisions. The results of the studies provided limited evidence that dual-certified teachers were more effective than other teachers. However, studies rarely addressed the preparation and roles of dual-certified teachers, both variables related to effectiveness. Finally, growing evidence suggested that dual-certified teachers had higher attrition than other teachers. The meta-analyses were limited by the small number of comparable quantitative studies addressing dual-certification. |
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| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669251365233 |
